Calm and Purposeful Classroom Environment – Bright Spots

Classroom Management and strategies for developing the right environment.

Class Teaching

brightspots

John Lamb (AHT) and I walked around the school today, looking for ways in which our teachers maintained a calm and purposeful classroom environment in their lessons.  It was great to see how skilled our teachers are at doing this, in a very subtle but effective way.

The following five things jumped out at us.

1. Start of lesson

The start of the lesson really sets the tone for the rest of the lesson.  It is the point where the teacher assumes control and sets out what and how the students will be learning that lesson.  We saw three great examples of this being done well:

  • The teacher was stood in the middle of the classroom, moving up and down the aisle, talking about and questioning students confidently about the lesson.  It was clear that the lesson had started and that she was in control!
  • Starting the lesson with a recap…

View original post 681 yn rhagor o eiriau

Advertisements

Rhaglen Athrawon Rhagorol – Sesiwn 4

pablo (1)

 

Am y pedwerydd sesiwn Rhaglen Athrawon Rhagorol, newidiodd naws y cwrs o drafod Addysgu a Dysgu i ganolbwyntio ar annog.

Sesiynau blaenorol

Dechreuodd y bore yn trafod beth yn union yw annog. Sut mae’n wahanol i addysgu, mentorio a chynghori?

Am un peth, mae na debygolrwydd rhyngddynt ond dydyn nhw ddim yn union yr un peth a’r neges glir o’r sesiwn heddi oedd dydy annog ddim yn rhywbeth dylai rhywun wneud i rhywun arall achos mae problemau perfformiad. Dylai mynediad at annogaeth fod yn wirfoddol ac ar gael i bawb o fewn ysgol am ba bynnag rheswm sy angen ond bod llawer o gamddealltwriaeth am y broses a thipyn o wrthwynebiad gan athrawon oherwydd hyn.

Cawson gyfle i fyfyrio dros y cwestiwn a thrafod mewn grwp a dyma oedd yr allbwn:

Untitled presentation (1)Yn ddiddorol iawn, mae’n amlwg bod tipyn o ddryswch yn ein hysgolion am y gwahaniaeth cynnil rhwng mentora ac annog achos mae’r bwriad a’r perthynas rhwng y ddwy unigolyn yn dra gwahanol. Y mentor sy’n gyrru mentora o safbwynt arbenigrwydd neu brofiad lle mae’r annogwr/wraig yn gadael i’r cleient gyrru’r broses.

Drwy gysidro hyn oll, daethom ni at ddiffiniadiadau cynhwysfawr a defnyddiol:

Mae annog er mwyn cefnogi eraill i ddatrys problemau ei hun drwy broses o gwestiynu a hunan ddarganfod sy ddim yn dibynnu ar arbenigwr neu gwybodaeth pwnc.

Mae mentora yn wasanaethu fel cynghorwr neu athro lle mae gwybodaeth arbenigol yn cael ei rhoi i arwain datblygiad proffesiynol.

Allan or drafodaeth daethom at pwyntiau diddorol am annog:

Nodweddion pwysig annog:

  1. Awydd i wneud gwahaniaeth i dysgu disgyblion
  2. Ymroddiad o ddysgu proffesiynol
  3. Cred yn gallu ein cyd-weithwyr
  4. Ymroddiad i ddatblygu ddeallusrwydd emosiynol

Nôd annog yw:

  • datblygu perthynas ac ymddiriedaeth
  • gwrando am ystyr
  • cwestiynu am ddeallusrwydd
  • ysgogi gweithred, myfyrdod a dysgu
  • datblygu hyder a dathlu llwyddiant

Wrth symud ymlaen trwy gweddill y dydd, cawsom gyfle i ddysgu mwy am y dechneg ac ymarfer. Isod dw i wedi nodi rhai o’r pwyntiau pwysig cododd i mi yn ystod y gweithgarwch yma:

Mae gwahaniaeth mawr rhwng clywed a gwrando.

Mae iaith y corff a thôn llais yn bwysicach na’r geiriau ei hun ac mae’r dull cyfleu neges yn bwysig – cysidro ebost, galwad ffôn a chyfarfod wyneb wrth wyneb.

Sgiliau hanfodol annogwr effeithiol ydy gwrando i ddysgu ac ymateb i herio.

Mae’r proses yn mynnu cydweithio  agos ac mae gosod protocol ar ffurf cytundeb yn bwysig iawn.

Y person sy’n cael ei annog dylai arwain y broses ac nid yr annogwr.

Mae llawer o fodelau gwahanol wrth annogi a rhaid dethol yn ofalus i sicrhau’r effaith iawn.

Mae’r broses yn dibynnu ar yr amodau. HY oes angen datblygu cymhelliant neu tawelu emosiynau a theimladau panig.

Dylai’r cytundeb gosod amser penodol am gyfnod annog ac nid troi’n barhaol.

Dw i’n edrych ymlaen yn fawr at y sesiwn nesaf ar Pwer Annogaeth a dysgu mwy am sut gall annog rhoi cyfleoedd pwerus iawn wrth datblygu’n broffesiynol.

What to do with Y11?

Adolygu – tips a syniadau.

Class Teaching

final countdown

Like most schools we provide Y11 with a range of support, outside of lessons, in the run up to the final exams – assemblies, revision sessions, parental workshops etc.  However, we all know that the people who will make the real difference between now and the exams are the teachers that see Y11, day in and day out.  So, what can us teachers of Y11 be doing in our lessons, over the next 47 school days to maximise their performance?  A few thoughts:

Refocus with a new seating plan

After the mock exams in December, the science department came up with a new seating plan for every Y11 class.  This has been hugely effective.  Seating plans are such a useful tool for teachers – and it always amazes me when they are not used.  How you arrange your seating plan is up to you, but a few tried and tested principles would…

View original post 1,524 yn rhagor o eiriau

SCOLT 2016 Presentation: The Switch from Traditional to CI Methods

Datblygu defnydd o ddulliau CI yn yr ystafell ddosbarth.

senorfernie

This was my first SCOLT Conference and it was my very first time presenting at a conference. It was super exciting! I met a whole bunch of my langchat friends who live in the Southern Region of the US. As a conference, it was just big enough to get a lot of perspectives from a lot of different places and just small enough to keep bumping into presenters and people who I wanted to interact with. The ACTFL conference is always filled with great presentations, but it is so enormous that it’s hard to connect with people. SCOLT, on the other hand, was the best conference experience I’ve had so far. Their conference next year is in my back yard: Orlando, FL. I hope to see you there!

This year’s SCOLT will also have a special place in my heart and mind because it was the first time I presented…

View original post 3,322 yn rhagor o eiriau

Six things I tried out this year which truly enhanced my teaching

Syniadau a thechnegau i gysidro am yr ystafell ddosbarth.

The Language Gym

download

Here are six things that I have tried out this year which significantly enhanced my teaching and two which, whilst being much less successful, provided me with valuable insight in my students’ cognition and affect.

1. Six things that worked

1.1Teaching more verbs

The textbooks and wordlists that one finds in books and on language learning websites traditionally tend to mainly focus on nouns, occasionally throwing the odd adjective here and there. Verbs are usually grossly underrepresented in the published vocab list. However, when we talk about things and people in our daily lives we use a fair range of verbs.

Without verbs the communicative power that we provide our students with is seriously limited. It is all very well to teach students the French or Spanish words for dog, cat and other house pets; however, if we only teach them how to say ‘I have’ , ‘I…

View original post 995 yn rhagor o eiriau

TPRS® 101: Teaching Proficiency is Really Simple

TCI a TPRS

The Comprehensible Classroom

In the past few weeks, I have been flooded with emails from readers that have just read about TPRS® and TCI for the first time on my blog. I am THRILLED. I have always written this blog for teachers that already use TPRS® and other Comprehensible Input strategies in their classes, and it never occured to me that teachers might hear the good news here first! This is so exciting. The only thing that could make me happier is if y’all read about Jesus here first, cause He’s the very best news I’ve got to share 😉 While He may have changed my personal life, TPRS® gave me a new professional life. After not even a year as a full-time teacher, I was discouraged by my workload and the lack of progress that I saw in my students. When I observed TPRS® for the first time in Michele Whaley’s Russian…

View original post 741 yn rhagor o eiriau